5.4 Insertion sequence Sometimes speakers use an insertion sequence; that is, where one adjacency pair comes between the first pair and the second pair part of another adjacency pair. (p.100 l. -12 _-11) Can you please find out that what is the insertion sequence used in the utterance? What is for? Example:

5.4 Insertion sequence (p _-1) Ryan: and ( 0.2) can I have a DJ too( 0.1) is that ok( 0.2) Marie: John John: what Marie: can he have a DJ (.)= Ryan: =cause you won’t be spending much on foo:d so I thought(0.2) John: well how much does a DJ cost Ryan: yeah I’ve got to find out.

5.4 Insertion sequence It can be seen that Ryan asks his mother, Marie, if the can have a DJ for this party. She doesn’t reply but, by means of an insertion sequence, passes the question on to her husband, John:

5.4 Insertion sequence (p _-1) Ryan: and ( 0.2) can I have a DJ too( 0.1) is that ok( 0.2) Marie: John John: what Marie: can he have a DJ (.)= Ryan: =cause you won’t be spending much on foo:d so I thought(0.2) John: well how much does a DJ cost Ryan: yeah I’ve got to find out.

5.5 Feedback p.101 l. 1-7 Which is another aspect of spoken interactions that has been examined by conversation analysis. It refers to the ways in which listeners show they are attending to what is being said.

5.5 Feedback p.101 l.8_18 Lecturer: And the middle one (.) I;s Tadashi: Co[mmunicity?] community Kylie: Community, I think it is? Tadashi: o Yeah o.= Kylie: =Yeah,= Tadashi: =o Oh yeah,o (0.4) Kylie: Communi-self community. [ yeah].= Tadashi: o [yeah].o =Community French community

5.5 Feedback 1. In what way can feedback be given in conversations? By using response tokens such as ‘mmm’ and ‘yeah’. By paraphrasing what the other has just said through body position or by eye contact. 2. what are the examples of feedback the above example?

5.5 Feedback p.101 l. 19_24 Exceptions Gardner (2001), for example, shows that the item ‘ mmm’ can perform many other functions as well. Where it does provide an acknowledging function, it may also serve to prompt a topic change, a recycling of a topic or it may solve a dispreferred action, for example. The function response items such as ‘mmm’, ‘yeah’ and ‘ok’ perform are also influenced by the intonation, place and timing of the utterance.

5.6 Repair p.101 l. -2_-7 An important strategy speakers use in spoken discourse is what is termed repair. that is, the way speakers correct things they or someone else has said, and check what they have understood in a conversation. Repair is often done through self repair and other repair. Example:

5.6 Repair p.101 l. -1_-p l. 4 Example: Client: because (1.0) he’s got a grilfrident-oh(0.5) a women and ah( 0.5) Other repair occurs where the error is apparent to the other speaker. The following example from the same data set shows this. Barrister: Michael is employed as an apprentice butcher.= Client: = oh not MIChael, ALLan

5.7 Discourse Markers p l. 6 _ 12 Definiton: Items in spoken discourse which act as signposts of discourse coherence. This includes interjections such as oh, comjunctions such as but, adverbs, such as now and lexical phrases such as y’know. Positions & functions : At the beginning, middle, or end of an utterance and can serve both as anaphoric( pointing back) and cataphoric ( pointing forward to) reference in the discourse

5.7 Discourse Markers p l. 13_15 Oh can e a marker of information management where it indicates an emotional state as in: Jack: was that a serious picture? Freda: Oh! Gosh yes!

5.7 Discourse Markers p l. 16_18 Oh can also initiate a self-repair as in: There was a whole bunch of oth- I was about- oh: younger than Robert. I was about uh… maybe Joe’s age, sixteen.

5.7 Discourse Markers p l. 19_22 And it can act as other-initiated repair: Jack How bout uh… how bout the one…uh…Death of a Salesman? Freda Well that was a show, sure Jack Oh that was a movie too.

5.7 Discourse Markers p l. 23_26 But can be used to preface an idea unit as in : Jack: The rabbit preach ‘ Don’t intermarry’ Freda But I did-But I did say those intermarriages that we have in this country are healthy.

5.7 Discourse Markers p l. 23_26 But can be used to preface an idea unit as in : Jack: The rabbit preach ‘ Don’t intermarry’ Freda But I did-But I did say those intermarriages that we have in this country are healthy.

5.7 Discourse Markers p l. 1_3 Now can indicate attention to an upcoming idea unit as in: So I em… I think for a woman t’work, is entirely up t’her. If, she can handle the situation. Now I could not now: alone.

5.7 Discourse Markers p l. 4_7 And it can be used to indicate a comparison as in: It’s nice there. Now our street isn’t that nice.

5.7 Discourse Markers p l. 8_11 Y’know can be used ( among many other things) to gain hearer involvement and consencus as in : b: I believe… that…y’know it’s fate. s. so eh y’know it just s’seems that that’s how things work.

5.7 Discourse Markers p l. 12_15 Fraser( 1990,1998) ‘s idea about discourse markers. discourse markers as items which signal a relationship between the segment they introduce and a prior segment in this discourse. He argues that they have a core meaning, but their specific interpretation is negotiated by the linguistic and conceptual context in which the item occurs.

5.7 Discourse Markers p l. 16_20 The use of DM can also carry social stigmas such as the use like being associated negatively with California ‘Valley Girl’ speech ( Mendoza- Denton 2007, Bucholtz 2010) and or nothing as in ‘ I don’t know or nothing being stereotyped as in indicator of young working class British speech ( Mendoza-Denton 2008).

5.7 Discourse Markers p l. 21_28 Fung ( 2003, 2011) ‘s idea about DM : via her study about British and Honk Kong speakers of English. She found that British speakers of English use discourse markers for a variety of pragmatic functions whereas the Hong Kong speakers in her study used a much more restricted range of discourse makers, mostly functional discourse makers such as and, but, because, Ok and so, etc. and to a lesser extent markers such as yeah, really, sort of, I see, well, right, actually, and you know, etc. Fung and Carter ( 2007) argue that all discourse markers should be explicitly taught to students in order to facilitate more successful language use as well as to prepare them to become interactionally competent speakers.